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Dissertations / Theses on the topic 'Teaching efficacy'

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Published: 4 June 2021
Last updated: 20 February 2023

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1

Aloysius, Mahan. "Problems of English teaching in Sri Lanka : how they affect teaching efficacy." Thesis, University of Bedfordshire, 2015. http://hdl.handle.net/10547/622477.

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Concerned to comprehend the teaching efficacy of English teachers in Jaffna, Sri Lanka, this thesis investigated contentions by principals, retired teachers and resource personnel that Sri Lankan teachers’ lack of teaching effectiveness (teaching behaviours that influence student learning) accounted for students’ low English attainment; and counter claims by English teachers that their teaching efficacy (beliefs in their abilities to affect student learning) was undermined by classroom and other-related problems. This mixed-method research comprised two stages. In a preliminary study, 298 students and twenty-four teachers from twelve secondary schools participated in a survey designed to understand challenges encountered in the teaching and learning of English. With a similar purpose, thirty-four English lessons involving 320 students and ten teachers were observed. Interviews concerning the aspects underpinning effective English teaching were conducted with five principals, three English resource personnel and three retired teachers. In the main study, sixty-two teachers from thirty-five secondary schools were surveyed and twenty interviewed to identify factors which affected the teaching efficacy of English teachers. Participating schools were categorized vis-à-vis their students’ performance: low-performing and high-performing. Findings support English teachers’ views concerning their teaching efficacy. Teacher perception revealed associations between the lack of teaching efficacy of English teachers in low and high-performing schools, and teacher background/parental duties/self-development, classroom problems and inadequate educational resources. No explicit evidence was found that students’ poor English attainment in low-performing schools was due to their teachers’ lack of teaching effectiveness. Observations showed that students were deprived of external resources which assisted students in high-performing schools to become proficient in English. New insights about Jaffna teachers’ efficacy indicate the need for a more context-specific English language curriculum in Sri Lanka, informed by teachers’ knowledge of their students’ English learning needs at a local level if teaching efficacy and English attainment are to be enhanced.
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2

Kahle, Diane Kay Borton. "How elementary school teachers mathematical self-efficacy and mathematics teaching self-efficacy relate to conceptually and procedurally oriented teaching practices." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211122861.

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3

Kahle, Diane Kay. "HOW ELEMENTARY SCHOOL TEACHERS MATHEMATICAL SELF-EFFICACY AND MATHEMATICS TEACHING SELF-EFFICACY RELATE TO CONCEPTUALLY AND PROCEDURALLY ORIENTED TEACHING PRACTICES." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1211122861.

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4

Matoti, Sheila N., and Karen E. Junqueira. "Assessing the teaching efficacy beliefs of teacher trainees." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82870.

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5

Yan, Hau-sim. "The effects of teacher efficacy on teaching method." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B29791376.

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6

Perry, Robin K. "Influences of co-teaching in student teaching on pre-service teachers' teacher efficacy." Scholarly Commons, 2016. https://scholarlycommons.pacific.edu/uop_etds/7.

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Teacher education researchers and policy makers recognize field experience, particularly student teaching, as a critical component of pre-service teacher learning and development. The co-teaching model of student teaching, in which cooperating teachers and student teachers jointly plan and deliver instruction, has been adopted by university-based teacher education programs across the United States. The purpose of this study was to examine the relationship between elements of the co-teaching model of student teaching and teacher efficacy outcomes for student teachers. Research suggests that teacher efficacy, a teacher’s beliefs in his or her capacity to affect student performance, is positively associated with teachers’ behaviors and commitment to teaching as well as student achievement and motivation. This quantitative study utilized multiple regression statistical analyses to examine the relationship between co-teaching overall and the relationship, communication, classroom applications, and knowledge base elements and teacher efficacy overall and the domains of efficacy in student engagement, efficacy in instructional strategies and efficacy in classroom management. Descriptive statistics indicated that the relationship and communication elements of student teaching were more prevalent than the classroom applications and knowledge base elements. Student teachers in the sample reported higher levels of efficacy in instructional strategies than efficacy in classroom management and efficacy in student engagement. A positive and statistically significant relationship between teacher efficacy overall, efficacy in student engagement, efficacy in instructional strategies, and efficacy in classroom management and the co-teaching model of student teaching, after controlling for gender and credential program, was found. The findings of this study substantiate teacher education policy makers’ support for the co-teaching model of student teaching.
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Benton-Borghi, Beatrice Hope. "Teaching every student in the 21st century teacher efficacy and technology /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1155246234.

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8

Miller, Patricia S. "Teaching efficacy and referral of students to special education." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/53647.

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The primary purpose of the study was to determine the extent to which teaching efficacy, a motivational construct derived from Bandura's theory of self-efficacy, is related to the referring of students for special education services. Secondary purposes were to gather information on the validity of The Teacher Efficacy Scale (Gibson, 1983) and to obtain a better understanding of the construct of teaching efficacy, and how it is manifested in high and low efficacy teachers. A three-phase study was designed to investigate the problem. A survey of all first, second and third grade teachers in a mid-size urban school district in Virginia resulted in individual referral numbers and a volunteer sample of eighty-one teachers. After elimination of ten of those respondents, a second survey was conducted to gain a measure of efficacy and potentially related environmental variables. Scores from the second survey defined a sample for the interview phase of the study. Findings suggest that high efficacy teachers refer fewer students to special education than do low efficacy teachers. Variables which appear to be related to a teacher's sense of efficacy include support from the administration, assistance I and personal support from the principal, type of school (high or low SES), successful experiences with low-achieving students, and a personal need to be successful with all students. Implications for building teachers' sense of efficacy indicate a two-pronqed change effort: assuring that teachers have the skills to be successful with a wide range of learning needs, and creating an environment which enables teachers to be decisive, independent professionals.
Ed. D.
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9

Teater, Troy A. Lorsback Anthony L. "Development of teacher efficacy." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128288.

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Thesis (Ed. D.)--Illinois State University, 2004.
Title from title page screen, viewed March 21, 2005. Dissertation Committee: Anthony L. Lorsbach (chair), Thomas P. Crumpler, Kathleen M. Crawford, Rosalyn Templeton. Includes bibliographical references (leaves 195-200) and abstract. Also available in print.
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10

Sullivan, Lisa. "Guided Imagery's Effects on the Mathematics Teaching Efficacy of Elementary Preservice Teachers." ScholarWorks@UNO, 2006. http://scholarworks.uno.edu/td/393.

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Teacher educators continually strive to find ways to improve the preparation of preservice teacher candidates. In the area of mathematics education, methods courses that follow National Council of Teachers of Mathematics (NCTM) standards for professional development have been successful. This study supports the notion that a mathematics methods course can improve mathematics teaching efficacy in the constructs of personal mathematics teaching efficacy (PMTE) and mathematics teaching outcome expectancy (MTOE). Findings also suggest that mathematics teaching efficacy is developmental in its nature with PMTE developing before MTOE. Employing a quasiexperimental nonequivalent comparison groups pre- and posttest design, the present study examined the effects of guided imagery as an added component of a mathematics methods course and found no significant advantageous treatment effects on mathematics teaching efficacy. However, there were no detrimental effects on mathematics content knowledge and pedagogical skills either. Participation in a reform-based mathematics methods course did affect mathematics teaching efficacy for both groups in the study. Mathematics teaching efficacy beliefs were measured by the Mathematics Teaching Efficacy Beliefs Instrument (MTEBI), and data were analyzed by ANCOVA and paired-samples t-tests. Recommendations for further research on the developmental nature of general teacher efficacy and mathematics teaching efficacy are included.
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Webb, Donna Louise. "Engineering Professional Development: Elementary Teachers' Self-efficacy and Sources of Self-efficacy." PDXScholar, 2015. http://pdxscholar.library.pdx.edu/open_access_etds/2337.

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Currently, STEM (science, technology, engineering, and mathematics) is a popular buzz word in P -12 education as it represents a means to advance American competitiveness in the global economy. Proponents of the engineering component of STEM advocate additional benefits in teaching engineering, such as its capacity to engage students in collaboration, and to apply critical thinking, systems thinking, negotiation, and communication skills to solve real-life contextual problems. Establishing a strong foundation of engineering knowledge at a young age will provide students with internal motivation as it taps into their curiosity toward how things work, and it also prepares them for secondary science courses. Successful STEM education is often constrained by elementary teachers' low perception of self-efficacy to teach science and engineering. Elementary teachers with low self-efficacy in science are more likely to spend less instructional time teaching science, which suggests that teachers with little to no training in engineering might avoid teaching this topic. Therefore, the purpose of this study was twofold: (a) to examine the effects of engineering professional development on elementary (K-6) teachers' content and pedagogical content knowledge (PCK) and perceptions of self-efficacy to teach engineering, and (b) to identify and explain sources influencing self-efficacy. Professional development was conducted in a metropolitan area in the Pacific Northwest. Results revealed that after the engineering professional development, teachers experienced statistically significant gains in content, PCK, and self-efficacy to teach engineering. Increases in self-efficacy were mainly attributed to mastery experiences and cultivation of a growth mindset by embracing the engineering design process.
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Glenn, Jared R. "The Ideal Educator: Investigating Teaching Culture and Teaching Styles through Teacher Self-Efficacy and Social Acceptance." DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/5170.

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Teaching styles used by educators throughout the world are diverse and complex, resisting simple comparisons between large groups, such as countries. To allow easier comparisons, data from the Teaching and Learning International Study (TALIS 2013) were applied to construct a picture of an “ideal educator” in each of eight countries: Australia, The Czech Republic, France, Japan, Latvia, Mexico, Singapore, and The United States. Principles of social acceptance and teacher self-efficacy were applied to teachers in each country in order to construct this ideal educator paradigm: first testing for (and finding) correlation between social acceptance and teacher self-efficacy, and then finding educators who were above average in both social acceptance scores and teacher self-efficacy scores in order to separate out a group of elite teachers from the general sample. Both linear regression and comparisons of median scores were employed to examine differences between countries. Scores revealed that each country displayed a distinct mix of Grasha’s Teaching Styles allowing for a simple comparison of teaching styles between countries.
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13

Galbally, Jaclyn. "The Relationship of Literacy Teaching Efficacy Beliefs and Literacy Pedagogical Content Knowledge During Student Teaching." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/261842.

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Educational Psychology
Ph.D.
Student literacy rates across the country are unacceptably low. Teacher preparation has emerged as a priority in both research and practice in efforts to improve the nation's literacy rates. Teacher knowledge and beliefs influence the quality of instruction teachers are able to implement. This study was designed to help educators and mentors of novice teachers understand the relationship between literacy pedagogical content knowledge and literacy teacher efficacy beliefs and changes to this relationship during the course of student teaching. Using a sample of 36 pre-service teachers assigned to student teaching in kindergarten, first or second grade classrooms, literacy pedagogical content knowledge was measured in a multiple-choice assessment that covered a variety of early literacy instructional areas including phonology, orthography, vocabulary, morphology and comprehension. Literacy teaching efficacy beliefs was measured using a self-report questionnaire. Participants completed the survey at two time points, at the beginning and end of student teaching. To determine if a literacy pedagogical content knowledge and literacy teaching efficacy beliefs demonstrated a relationship, Pearson correlations were calculated at both time points. Results of this study suggest that these constructs are not related and operate independently. Additionally this study suggested that while literacy teaching efficacy beliefs improved significantly over the course of student teaching, literacy pedagogical content knowledge did not. Results from this study can inform teacher educators, mentors of novice teaches and professional development programmers on the relationship of literacy pedagogical content knowledge and literacy teaching efficacy beliefs in pre-service teachers.
Temple University--Theses
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Galbally, Jaclyn Ford. "The relationship of literacy teaching efficacy beliefs and literacy pedagogical content knowledge during student teaching." Thesis, Temple University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3623158.

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Student literacy rates across the country are unacceptably low. Teacher preparation has emerged as a priority in both research and practice in efforts to improve the nation's literacy rates. Teacher knowledge and beliefs influence the quality of instruction teachers are able to implement. This study was designed to help educators and mentors of novice teachers understand the relationship between literacy pedagogical content knowledge and literacy teacher efficacy beliefs and changes to this relationship during the course of student teaching.

Using a sample of 36 pre-service teachers assigned to student teaching in kindergarten, first or second grade classrooms, literacy pedagogical content knowledge was measured in a multiple-choice assessment that covered a variety of early literacy instructional areas including phonology, orthography, vocabulary, morphology and comprehension. Literacy teaching efficacy beliefs was measured using a self-report questionnaire. Participants completed the survey at two time points, at the beginning and end of student teaching.

To determine if a literacy pedagogical content knowledge and literacy teaching efficacy beliefs demonstrated a relationship, Pearson correlations were calculated at both time points. Results of this study suggest that these constructs are not related and operate independently. Additionally this study suggested that while literacy teaching efficacy beliefs improved significantly over the course of student teaching, literacy pedagogical content knowledge did not. Results from this study can inform teacher educators, mentors of novice teaches and professional development programmers on the relationship of literacy pedagogical content knowledge and literacy teaching efficacy beliefs in pre-service teachers.

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Poulsen, John Christian S. "Efficacy of drama-based teaching on children with learning disabilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34693.pdf.

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16

Anderson, Elizabeth Shevock. "Alternative School Teachers' Efficacy Perceptions Teaching Students with Behavioral Difficulties." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1397128015.

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17

Gao, Yan. "SECONDARY HISTORY/SOCIAL STUDIES TEACHERS’ SELF-EFFICACY REGARDING GEOGRAPHY TEACHING." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/274.

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Teacher education remains a significant issue affecting the quality of geography instruction in the United States. Teachers’ self-efficacy has been identified as a crucial factor for improving teacher education and promoting educational reform. This study intended to develop a better understanding of the relationships between teacher education programs and secondary history/social studies teachers’ self-efficacy regarding teaching geography, and other demographic factors that could be a possible influence on geography teachers’ self-efficacy. A quantitative research methodology was employed to measure geography teacher efficacy and to explore factors that influence geography teachers’ efficacy in order to identify ways in which preservice and in-service education might better prepare geography teachers. The instrument, the Geography Teaching Belief Instrument (GTEBI), used for data collection was an online survey that was modified from a Science Teaching Efficacy Belief Instrument (STEBI_A) to assess secondary history/social studies teachers’ perceptions of their self-efficacy in geography teaching. Data were gathered from secondary history/social teachers in Virginia. Critical influential factors, geography-related conferences (p<.014), approved teacher licensure education programs (p<.038), and years of teaching experience in geography (p<.004) were found to have a statistically significant relationship with personal geography teaching efficacy. Only the factor, years of teaching experience in geography (p<.002), was found to have a significant relationship with geography teaching outcome expectancy. Findings could result in better teacher education programs for secondary history/social studies teachers in geography teaching and lead to more effective curriculum and instructional practices in teaching geography, thus benefiting student achievement.
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18

Whynacht, Leah Alison. "Preschool teacher's sense of teaching efficacy : scale development and correlates /." View online ; access limited to URI, 2004. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3147806.

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McMaster, Peggy B. "The development of self-efficacy in the teaching of reading." W&M ScholarWorks, 2005. https://scholarworks.wm.edu/etd/1539618751.

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Licensed primary teachers (N = 93) in nine schools completed surveys of their self-efficacy beliefs, level of implementation, and the value they placed on the strategies before and after participating in four levels of inservice training in the Tucker Signing Strategies for Reading. The independent variable was the structure of the training teachers received, and the dependent variables were teacher sense of efficacy in general, teacher sense of efficacy for reading, implementation of the reading strategies, and the value of the reading strategies taught. Components of the training for the use of Tucker Signing Strategies for Reading were structured into four treatment groups aligned with three of the four sources of self-efficacy development identified by Bandura (1997). Findings indicated that implementation of the Tucker Signing Strategies for Reading increased as inservice training increased in intensity. The most powerful training format was mastery experience, which was distinguished from the other training formats by the addition of follow-up coaching. Inservice training format made a significant contribution to the change in teacher sense of efficacy for reading. Initial teacher sense of efficacy in general and initial teacher sense of efficacy for reading were not factors in predicting the level of implementation of the reading strategies. Final teacher sense of efficacy for reading made a significant contribution to explaining variance in implementation. The strength of the effect of the follow-up coaching workshop model on implementation overpowered the other tested variables. Statistical significance of the change in sense of efficacy for reading was lost when compared with the impact of the follow-up coaching model. Value covaried almost perfectly with implementation for this sample. Unexpected decreases occurred in the change in efficacy scores across treatment groups; a surprising number of participants rated their sense of efficacy lower on the final survey than on the first. Dips in self-efficacy beliefs with exposure to a potentially powerful new teaching strategy underscore the importance of the final treatment component, follow-up coaching, to bolstering teachers' motivation to overcome the anxiety of trying something new.
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McCrea, Laura B. Grove. "An investigation of the relationship between graduate teaching assistants' teaching self-efficacy and attributions for students' learning." Akron, OH : University of Akron, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1144943095.

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Dissertation (Ph. D.)--University of Akron, Dept. of Psychology, 2006.
"May, 2006." Title from electronic dissertation title page (viewed 10/11/2006) Advisor, James L. Werth, Jr.; Committee members, Susan I. Hardin, Loreto R. Prieto, Kevin P. Kaut, Catharine C. Knight; Department Chair, Paul E. Levy; Dean of the College, Ronald F. Levant; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.
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McCrea, Laura Grove. "An Investigation of the Relationship Between Graduate Teaching assistants’ Teaching Self-Efficacy and Attributions for Students’ Learning." University of Akron / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=akron1144943095.

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22

Uzoff, Phuong Pham. "Virtual school teacher's science efficacy beliefs| The effects of community of practice on science-teaching efficacy beliefs." Thesis, Pepperdine University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3646176.

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The purpose of this study was to examine how much K-12 science teachers working in a virtual school experience a community of practice and how that experience affects personal science-teaching efficacy and science-teaching outcome expectancy. The study was rooted in theoretical frameworks from Lave and Wenger's (1991) community of practice and Bandura's (1977) self-efficacy beliefs. The researcher used three surveys to examine schoolteachers' experiences of a community of practice and science-teaching efficacy beliefs. The instrument combined Mangieri's (2008) virtual teacher demographic survey, Riggs and Enochs (1990) Science-teaching efficacy Beliefs Instrument-A (STEBI-A), and Cadiz, Sawyer, and Griffith's (2009) Experienced Community of Practice (eCoP) instrument.

The results showed a significant linear statistical relationship between the science teachers' experiences of community of practice and personal science-teaching efficacy. In addition, the study found that there was also a significant linear statistical relationship between teachers' community of practice experiences and science-teaching outcome expectancy. The results from this study were in line with numerous studies that have found teachers who are involved in a community of practice report higher science-teaching efficacy beliefs (Akerson, Cullen, & Hanson, 2009; Fazio, 2009; Lakshmanan, Heath, Perlmutter, & Elder, 2011; Liu, Lee, & Lin, 2010; Sinclair, Naizer, & Ledbetter, 2010). The researcher concluded that school leaders, policymakers, and researchers should increase professional learning opportunities that are grounded in social constructivist theoretical frameworks in order to increase teachers' science efficacy.

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Yuen, Lai-fong. "Teacher's self-efficacy : the determining factor for Hong Kong folk dance teaching /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25755328.

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Esterly, Elizabeth. "A multimethod exploration of the mathematics teaching efficacy and epistemological beliefs of preservice and novice elementary teachers." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1070405222.

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Saggers, Robert E. "The efficacy of manager teaching to enhance leadership learning and effectiveness /." Thesis, McGill University, 2009. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=115625.

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"Development of others" appears consistently in leadership competency frameworks; managers are now being asked to think of themselves as teachers in addition to their myriad other roles. Little empirical evidence however seems to exist that managers who teach their employees learn to lead better, generate more employee satisfaction and are indeed more effective than those who do not. This study found support for this claim. Twenty managers and forty-three of their employees participated in this study. Data were collected from both groups, before and after the managers attended a workshop designed using activity systems theory. Results indicate that employee perceptions are positively influenced by manager teaching, managers can learn to be situational leaders and that post-workshop teaching by managers to employees facilitates manager learning and leadership effectiveness. Suggestions for future research are provided.
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Jones, Katharine. "Teaching children to read : an investigation of teachers' self-efficacy beliefs." Thesis, University of Newcastle upon Tyne, 2016. http://hdl.handle.net/10443/3472.

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The systematic review and empirical research presented in this thesis investigates the development of teachers’ self-efficacy beliefs in teaching children to read. The Systematic Review examines the effectiveness of professional development on increasing teachers’ self-efficacy (TSE) in teaching children to read whereas the empirical research focusses on exploring the development of high teacher self-efficacy beliefs about teaching reading, specifically in relation to struggling readers. Both pieces are concerned with how to support the development of TSE beliefs about reading instruction. The systematic review investigates professional development in relation to methods of teaching children to read and the impact of this on teachers’ self-efficacy. The study focuses on eight empirical studies whereby the effectiveness of professional development on in-service and pre-service teachers’ self-efficacy is considered. Findings suggest that overall there is evidence to suggest that professional development on teaching children to read has a positive impact on teachers’ self-efficacy beliefs in teaching children to read. The Bridging Document discusses the conceptual framework which links the Systematic Review with the Empirical Research. It also explores and reflects upon methodological issues. The empirical research considers the development of teachers’ self-efficacy beliefs, in teaching children who are struggling to read. Audio-recorded, individual, interviews were conducted with six Key Stage one teachers with Critical Realist grounded theory used to analyse the transcripts. Teachers described and reflected upon their experiences of teaching children to read, who were struggling. The emergent theory tells us that teachers’ perception of success and failure, developing subject knowledge within a supportive school ethos are factors which contribute to the development of positive teacher self-efficacy beliefs.
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O'Neil, Kason M. "Self-efficacy Scale Towards Teaching Lifetime Physical Activities: Development and Validation." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4030.

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Aerni, Pamela Wilson. "Teacher self -efficacy and beliefs for teaching mathematics in inclusive settings." W&M ScholarWorks, 2008. https://scholarworks.wm.edu/etd/1539618730.

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The purpose of this mixed-design study was to determine if mathematics teachers experienced changes in their self-efficacy and beliefs about their ability to teach students with disabilities in an inclusive setting. The intervention for this study was a 14-month professional development program that consisted of content and methods courses taught during two-week intervals during the summer on the campus of The College of William and Mary followed by specific professional development activities provided by a team of math specialists/facilitators with expertise in mathematics curriculum, instruction, and assessment as well as special education services including inclusive education models. Teachers participating in the study completed a survey, Teaching Mathematics in Inclusive Settings, and participated in focus groups.;Findings indicated that teachers participating in both content/methods courses and school-based professional development activities significantly increased in their self-efficacy with regard to teaching mathematics to students with disabilities in inclusive settings. Components of the professional development program rated as being most valuable as well as changing teaching practices were coaching from a mathematics specialist; discussions and dialogues with a mathematics specialist, and lesson study. School-based professional development designed to support teachers as they integrate research-based instructional strategies may significantly increase their self-efficacy leading to more effective instruction for diverse student populations.
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Thompson, Gene R. "Japanese high school English teachers' self-Efficacy beliefs about teaching English." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/99500/1/Gene_Thompson_Thesis.pdf.

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This study used a sequential mixed method design to investigate the self-efficacy for teaching beliefs of Japanese high school teachers of English (JTEs). It identified five dimensions of teacher efficacy beliefs related to student achievement, English capability, communicative teaching, collective collaboration, and workload regulation. Findings indicate that contextual and personal factors influence JTE self-efficacy for teaching beliefs, and suggest that social persuasion (i.e., a source of efficacy beliefs) may be a stronger influence on the development of teacher efficacy beliefs in the Japanese context.
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Freeman, Carissa. "Teacher efficacy and its impact on student achievement." [Denver, Colo.] : Regis University, 2008. http://165.236.235.140/lib/CFreeman2008.pdf.

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31

Thomas, Brennan M. "Composition Studies and Teaching Anxiety: A Pilot Study of Teaching Groups and Discipline- and Program-Specific Triggers." Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1151207488.

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32

Ward, Elizabeth Kennedy. "Latent Transition Analysis of Pre-service Teachers' Efficacy in Mathematics and Science." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc30425/.

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This study modeled changes in pre-service teacher efficacy in mathematics and science over the course of the final year of teacher preparation using latent transition analysis (LTA), a longitudinal form of analysis that builds on two modeling traditions (latent class analysis (LCA) and auto-regressive modeling). Data were collected using the STEBI-B, MTEBI-r, and the ABNTMS instruments. The findings suggest that LTA is a viable technique for use in teacher efficacy research. Teacher efficacy is modeled as a construct with two dimensions: personal teaching efficacy (PTE) and outcome expectancy (OE). Findings suggest that the mathematics and science teaching efficacy (PTE) of pre-service teachers is a multi-class phenomena. The analyses revealed a four-class model of PTE at the beginning and end of the final year of teacher training. Results indicate that when pre-service teachers transition between classes, they tend to move from a lower efficacy class into a higher efficacy class. In addition, the findings suggest that time-varying variables (attitudes and beliefs) and time-invariant variables (previous coursework, previous experiences, and teacher perceptions) are statistically significant predictors of efficacy class membership. Further, analyses suggest that the measures used to assess outcome expectancy are not suitable for LCA and LTA procedures.
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Tangen, Donna Jean. "A contextual measure of teacher efficacy for teaching primary school students who have ESL." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16514/1/Donna_Tangen_Thesis.pdf.

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The current research utilised a modified cyclical model of tracking teachers' efficacy beliefs from their source through to their implementation in teaching strategies. Key inclusions to the model were four factors (personal efficacy, teaching efficacy, classroom management efficacy and outcome efficacy) of teacher efficacy and four contextual considerations (culture load, learning load, language load and cognitive load) in relation to teaching students who have ESL. Data were collected through three studies, ultilising both qualitative methodologies (focus groups, hypothetical teaching scenarios) and a quantitative methodology (researcher-generated survey). Results revealed a two-factor model of teacher efficacy (not a four-factor model) with the two factors being personal efficacy (general teaching abilities) and teaching efficacy (overcoming environmental factors such as home life). Culture load and language load were significant contextual considerations given to teaching students who have ESL. Results of the research suggested that specific teacher training needs to focus on how to adapt curriculum to meet the needs of a diverse group of learners, emphasising in particular why chosen strategies should be used. More training is needed which involves learning how to include parents and other community members as valuable resources in the learning processes of the classroom.
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34

Tangen, Donna Jean. "A contextual measure of teacher efficacy for teaching primary school students who have ESL." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16514/.

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The current research utilised a modified cyclical model of tracking teachers' efficacy beliefs from their source through to their implementation in teaching strategies. Key inclusions to the model were four factors (personal efficacy, teaching efficacy, classroom management efficacy and outcome efficacy) of teacher efficacy and four contextual considerations (culture load, learning load, language load and cognitive load) in relation to teaching students who have ESL. Data were collected through three studies, ultilising both qualitative methodologies (focus groups, hypothetical teaching scenarios) and a quantitative methodology (researcher-generated survey). Results revealed a two-factor model of teacher efficacy (not a four-factor model) with the two factors being personal efficacy (general teaching abilities) and teaching efficacy (overcoming environmental factors such as home life). Culture load and language load were significant contextual considerations given to teaching students who have ESL. Results of the research suggested that specific teacher training needs to focus on how to adapt curriculum to meet the needs of a diverse group of learners, emphasising in particular why chosen strategies should be used. More training is needed which involves learning how to include parents and other community members as valuable resources in the learning processes of the classroom.
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35

Mathew, Nishi Mary. "The effect of electronic networking on preservice elementary teachers' science teaching self-efficacy and attitude towards science teaching /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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36

Bourne, Jessica. "Transformational teaching and relational efficacy beliefs among adolescents : a prospective observational study." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/37850.

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It has recently been reported that Canadian youth are not meeting daily physical activity guidelines and as a result are potentially at increased risk of current and future physical and mental health problems. School-based physical education has been highlighted as a particularly salient setting in which life-long physical activity behaviour can be positively promoted. The overall purpose of this thesis was to apply the tenets of transformational leadership theory with a view to understanding the prospective relationships between students perceptions of transformational teaching and students’ (a) personal efficacy beliefs (task self-efficacy, self-regulatory efficacy), (b) relational efficacy beliefs (other-efficacy, relation-inferred self-efficacy), as well as (c) physical activity behaviours (within-class time and also during leisure time). Seven hundred and fifty three grade 10 adolescents participated in this research. Students completed a 20-minute questionnaire at two time points, eight weeks apart. In addition, a sub-sample of 53 students wore accelerometers for 5 consecutive days at each of the two time points. Analyses were conducted separately for males and females based on mean differences at baseline. However, the pattern of results between the independent and criterion measures in this study were largely the same for males and females. Results indicated that student perceptions of transformational teaching were able to explain significant variance in student self-efficacy, RISE and other-efficacy beliefs in the context of performing physical education tasks. Furthermore, a positive relationship between transformational teaching and within-class physical activity behaviour was found. No association was found between transformational teaching perceptions and leisure time physical activity behaviour. Self-regulatory efficacy (the belief a person has in his/her ability to self-regulate behaviour in the face of challenges and set-backs) and physical education self-efficacy (the belief one has in his/her ability to perform tasks in the context of physical education classes) were found to be positively associated with leisure time physical activity. Collectively, this research demonstrates the utility of transformational teaching in predicting adolescents’ health-enhancing cognitions and physical activity behaviour, specifically within physical education class settings.
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37

袁麗芳 and Lai-fong Yuen. "Teacher's self-efficacy: the determining factor for Hong Kong folk dance teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963316.

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38

Ng, Wee-Loon. "A study of Singapore female primary teachers’ self-efficacy for teaching science." Thesis, Durham University, 2011. http://etheses.dur.ac.uk/606/.

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According to Bandura, self-efficacy is defined as an individual’s judgment of their capability to organize and execute the courses of action required to attain designated types of performances. It has been proposed that there is a strong relationship between Science teaching efficacy beliefs and Science teaching behaviors (Sarikaya, 2005). Research has shown that the self-efficacy of teachers affects the performance of their students. Female teachers in Singapore primary schools made up more than 80% of the teaching population and with many reports that teachers are shunning Science and that women possess low Science self-efficacy, one would expect that could be the case for Singapore female teachers as well. Despite this, the ‘Trends in International Mathematics and Science Study’ (TIMMS) 2007 reported that the scores of Singapore primary four students were amongst the top internationally and this was not the first time they had achieved such accolade. There was also no significant difference between the boys’ and girls’ results in the TIMMS. The aim of this study is to determine the self-efficacy of Singapore female primary Science teachers relative to their male counterparts (N=80), and identify enablers and barriers faced by high and low efficacy female Science teachers. A mixed methods approach was used in this research. Analysis of the Science Teaching Efficacy Belief Instrument (STEBI - A) revealed that although male teachers reported significantly higher PSTE scores relative to female teachers, an independent samples t-test showed that the difference was not significant. For the STOE, again Male teachers scored higher than females but given the very small difference between the means, the difference was not significant. It is believed that the trend is probably reflective of a phenomenon that male teachers have higher PSTE than their female counterpart but naturally the data does not support this claim. From the STEBI-A scores, four female teachers were selected for a semi-structured interview to explore in depth accounts of Singapore female primary teachers’ attitude towards teaching Science. Recommendations are made to raise self-efficacy of the female teachers and to optimise primary Science teaching in Singapore.
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Mason, Stacie Lee. "Teaching K-6 Computer Science: Teacher and Student Attitudes and Self-Efficacy." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/9074.

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This article-format dissertation addresses elementary student and teacher attitudes and self-efficacy for computer science. The first article (Mason & Rich, in press) describes what the literature says about preservice and inservice training to help K-6 teachers increase knowledge and self-efficacy to teach computer science. The second article (Mason, West, & Leary, under review) describes an effort to provide training for local elementary school teachers to teach computational thinking with robots. The third article (Mason & Rich, under review) describes how we developed and validated an instrument to assess K-8 students' coding attitudes and beliefs, including perceived self-efficacy, interest, utility value, gender stereotypes, cultural stereotypes, and social value.
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40

Barnes, Gail L. VanAernum. "A comparison of self-efficacy and teaching effectiveness in preservice string teachers." Connect to resource, 1998. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1250267731.

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41

Smid, Mary Kay. "Nursing student's self efficacy following participation in a service learning teaching activity." Click here for access, 2009. http://www.csm.edu/Academics/Library/Institutional_Repository.

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Thesis (Ed. D)--College of Saint Mary -- Omaha, 2009.
A dissertation submitted by Mary Kay Smid to College of Saint Mary in partial fulfillment of the requirement for the degree of Doctorate in Education with an emphasis on Health Professions Education. This dissertation has been accepted for the faculty of College of Saint Mary. Includes bibliographical references.
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42

Luo, Fenq-jen. "Mathematics teaching efficacy and reform beliefs of elementary school teachers in Taiwan /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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43

Lopez, Vinessa. "Teachers' Job Satisfaction and Efficacy as Indicators of Intent-To-Leave Teaching." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4742.

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Understanding possible contributing factors of teacher attrition is important and necessary to retain effective teachers in schools. The purpose of this project study was to investigate how teacher job satisfaction, self-efficacy, and collective efficacy were related to their intent-to-leave. Locke's definition of job satisfaction and Bandura's theory of self-efficacy and collective efficacy provided the theoretical foundations for this study. Research questions addressed the extent of the relationship between 3 independent variables---teacher job satisfaction, self-efficacy, and collective efficacy--with a single dependent variable, teacher intent-to-leave. The Job Satisfaction Survey, Teachers' Sense of Efficacy Scale, Collective Efficacy Scale, and Intent-to-Leave Questionnaire were used to collect quantitative data in this correlational predictive study. Participants consisted of 45 elementary teachers in Grades K-5, including specialty teachers, who were financially compensated using the pay-for-performance model during this project study. Statistical Package for Social Sciences was used to generate inferential and descriptive statistics from the questionnaire data. The findings of this study indicated that there was a significant relationship between the 3 independent variables and the dependent variable with multiple regression analysis showing that all 3 independent variables--teacher job satisfaction, self-efficacy, and collective efficacy--are predictors of the dependent variable, teacher intent-to-leave. Implications for positive social change included providing essential evidence that can be used in designing programs for helping individuals to remain in teaching. This study also encourages policy and practice changes that support job satisfaction, self-efficacy, and collective efficacy.
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Evans, Kathleen. "Examining the Culturally Responsive Teaching Self-Efficacy of Teacher Candidates in Hawaii." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3345.

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As achievement gaps for indigenous, low SES, and ethnically diverse students widen, teacher education programs in Hawaii continue to be charged with preparing teachers to meet the needs of an increasingly diverse student population. Despite efforts to expand accreditation diversity requirements for teacher education programs, it is unknown whether these programs provide the preparation needed for teachers to develop culturally responsive teaching self-efficacy. Guided by self-efficacy theory, this mixed methods study examined teacher candidates' culturally responsive teaching self-efficacy (CRTSE) beliefs, their relationships with demographic and other variables, and candidates' perceptions of factors that might affect these beliefs. Teacher candidates (N = 175) in a 4- year urban university teacher education program in Hawaii completed a demographic questionnaire and the CRTSE scale. Follow-up interviews were held with 9 participants who agreed to be interviewed to further expand on the quantitative findings. Correlational analysis suggested that as participants advanced to higher terms in college, their CRTSE increased. Regression analysis found that 2 variables predicted CRTSE scores: participant experiences with diverse students and their diversity course ratings. Interview data were transcribed, open-coded, and thematically analyzed. Qualitative findings appeared to support the quantitative results, including participants' perceptions that having more experiences with diverse students and having more diversity courses better prepares them to teach diverse students. This study is socially impactful because it shows that culturally responsive skills training and related experiences may increase teachers' CRTSE and thereby may contribute to mitigating achievement gaps for diverse students, particularly in Hawaii.
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Hung, Hung-wei, and 洪宏蔚. "Study on Relationships Among Effective Teaching Behaviors, Self Efficacy, and Teaching Efficacy from Elementary School Teachers’ Math Teaching in Penghu County." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/22409302365611035142.

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碩士
國立臺南大學
教育學系課程與教學澎湖碩士班
98
The study aimed to investigate elementary school teachers’ math teaching in Penghu County and to analyze the correlations among effective teaching behaviors, self efficacy, and teaching efficacy, by which it is expected to comprehend elementary math teachers’ teaching behaviors in Penghu County. The data were collected from a survey titled Questionnaire of Relationships Among Effective Teaching Behaviors, Self Efficacy, and Teaching Efficacy from Elementary School Teachers’ Math Teaching in Penghu County. The subjects were elementary school teachers of math learning area in the 97th academic year. The data were analyzed by SPSS for means, standard deviations, dependent t-test, one-way ANOVA, and Pearson product-moment correlation coefficient. According to the findings, conclusions were reached as follows: 1. There were good performances in the effective teaching behaviors, self efficacy, and teaching efficacy from elementary school teachers’ math teaching in Penghu County. But there was room for improvement of teaching evaluation and feedback revision in teaching efficacy. 2. The teachers of different background variables performed well in effective teaching behaviors, self efficacy, and teaching efficacy, both from overall and individual aspects. 3. There was a significant difference in effective teaching behaviors among teachers of different background variables. 4. There was no significant difference in self efficacy among teachers of different background variables. 5. There was a significant difference in teaching efficacy among teachers of different background variables. 6. There was a significantly positive correlation between effective teaching behaviors and self efficacy. Teachers’ effective teaching behaviors influenced their self efficacy. 7. There was a significantly positive correlation between effective teaching behaviors and teaching efficacy. Teachers’ effective teaching behaviors influenced their teaching efficacy. 8. There was a significantly positive correlation between self efficacy and teaching efficacy. Teachers’ self efficacy influenced their teaching efficacy. 9. The results showed a significantly high positive correlation among teachers’ effective teaching behaviors, self efficacy, and teaching efficacy.
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Lee, Yi-Ju, and 李宜儒. "A study of job performance, teaching self-efficacy, teaching enthusiasm and teaching willing." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/80373696449052033589.

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47

Huang, Meng-Ching, and 黃孟菁. "A Study on the Relationship among Teacher Self-Efficacy, Teaching Happiness, Innovative Teaching, and Teaching Efficacy of High School Physical Education Teachers." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/70193358035085338442.

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碩士
朝陽科技大學
休閒事業管理系碩士班
101
The purpose of this study was to investigate the relationship among teacher self-efficacy, teaching happiness, innovative teaching, and teaching efficacy of high school physical education teachers. The subjects of study were high school physical education teachers in Taichung. The survey questionnaires were used as a tool to collect and analyze data, and were distributed to subjects using convenience sampling way. 500 teachers were surveyed, 410 questionnaires were given back with return rate of 82%. Descriptive statistics, structural equation modeling (SEM) were furthered used to analyze collected data. The results of the survey are as follows: 1. the relationship model fitness among teacher self efficacy, teaching happiness, innovative teaching, and teaching efficacy of high school physical education teachers was good. 2. At present, the high school physical education teachers in Taichung had a good gender balance. Knew the age level rang was 31~ 40 with master''s degree at a younger age. High school physical education teachers in Taichung mainly had internal control self- efficacy. Should gain teaching happiness through the teaching of physical education; and used the methods of reality reaction and answering questions for innovation of physical education. Final, the class management level to achieve the effectiveness of teaching. The results of this study indicated that high school physical education teachers in Taichung could increased recognition and behavior of physical curriculum teaching, and improved teaching effectiveness of teachers by strengthening teaching belief and happiness. Finally, according to the results of this study proposed practical suggestions, also were provided as references for related teaching and research unit.
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Fung, Mary Lena. "A study on wisdom, wisdom in teaching, teacher efficacy, and teaching performance." Thesis, 1996. http://hdl.handle.net/2429/4811.

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Despite a rising interest in studying the effects and the antecedents of teacher efficacy, a review of literature indicated that an important individual variable has been left out of these studies. This is the cognitive component which Bandura (1977) suggests is central to the process of efficacy formulation. Specifically Bandura (1977) argues that for performance to be instructive for efficacy formulation, a type of cognitive appraisal needs to be present. To date, this cognitive appraisal has not been identified in teacher efficacy studies. The purpose of this thesis is to search for a way to represent this cognitive component and to examine its role in teaching performance and efficacy formulation. Two variables are selected as possible representations of this cognitive component. They are wisdom and wisdom in teaching. The two research questions developed for this study are: (1) What is the relative contribution of wisdom, wisdom in teaching, personal teaching efficacy, and general teaching efficacy to teaching performance? And (2) What is the relative contribution of wisdom, wisdom in teaching, and teaching performance to the formulation of personal teaching efficacy and general teaching efficacy? Eighty-nine final year student teachers were asked to respond to three instruments that measured their level of wisdom, wisdom in teaching, and teacher efficacy. These instruments were: (1) Life planning dilemma "Jack" (Smith & Baltes, 1987), (2) Teaching dilemma "Perimeter" (Arlin, 1987), and (3) The teacher efficacy scale (Gibson & Dembo, 1984). The participants were also asked to submit their teaching practicum marks. This mark represents their teaching performance. Teaching performance was best explained by the combined effects of wisdom in teaching and personal teaching efficacy than by either of them alone. Jointly these two variables accounted for 54% of variance in teaching performance. Wisdom in teaching and teaching performance provided a better explanation for the formulation of personal teaching efficacy than each taken in turn. The joint effects of wisdom, wisdom in teaching, and teaching performance accounted for 7% of variance in the formulation of both personal teaching efficacy and general teaching efficacy. An important finding from this study is that wisdom in teaching has the greatest impact on teaching performance. An implication of this finding is that teacher educators should develop and provide programmes which can help facilitate the growth of wisdom in teaching.
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Brown, Don Keith. "Impact of Student Teaching On the Mathematics Teaching Efficacy Beliefs of Preservice Elementary Teachers." 2017. http://scholarworks.gsu.edu/mse_diss/43.

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Much attention, both nationally and internationally, has been given to mathematics teaching and student mathematical performance (e.g. No Child Left Behind Act (2001), National Council of Teachers of Mathematics (1991, 2000) standards, Common Core State Standards Initiative, Trend in International Mathematics and Science Study (2013), and Program of International Student Assessment PISA (2013)). Teachers of mathematics have come under greater scrutiny and demands for student success have been placed upon them. Research has shown that teacher efficacy and mathematics teaching efficacy, forms of self-efficacy beliefs (Bandura, 1977, 1997), can have a positive impact on teaching and learning. Yet, there has been limited research on the mathematics teacher efficacy of preservice elementary teachers (Swars, 2005). This study examined the impact of the student teaching experience on the mathematics teaching efficacy beliefs of preservice elementary teachers. What happens to the level of mathematics teaching efficacy beliefs of preservice teachers during the student teaching experience? What are the characteristics of preservice teachers with low and high levels of efficacy beliefs? What factors from the student teaching experience influenced efficacy beliefs? A qualitative case study (Merriam, 2009) with an embedded survey was used to address the previous questions. The results of this study demonstrate that mathematics teaching efficacy beliefs of preservice teachers rose significantly during the student teaching experience. However, the change was not uniform. Personal mathematics teaching efficacy (PMTE) increased significantly. Although mathematics teaching outcome expectancy (MTOE) increased, it was not significant. Furthermore, the research indicates four characteristics influenced mathematics teaching efficacy beliefs: attitude toward mathematics, use of manipulatives, motivation to teach, and persistence. Four factors appear to impact the development of efficacy beliefs of preservice teachers: prior experiment with mathematics, student teaching experience, relationship with cooperating teacher, and students served by the preservice teachers.
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McLaughlin, Patrick J. "The relationship between personal teaching efficacy and grades /." 2007. http://wwwlib.umi.com/dissertations/fullcit/3248103.

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